How to Enhance Perceived E-learning Usefulness: Evidence from Thai University Students

As perceived usefulness has been acknowledged as a significant predictor of individuals’ behavior, understanding perceived e-learning usefulness among university students is very important to all related universities. Thus, this study aimed to investigate perceived e-learning usefulness among Thai university students. Researchers used a convenience sampling method to gather data from 625 students who were currently studying through an e-learning platform. Among the responses a total sample of 478 contained valid data for structural equation model analysis (SEM). Findings revealed that confirmation and perceived risk showed significant impacts on students’ perceived enjoyment. Finally, students’ perceived usefulness of e- learning was significantly influenced by confirmation and perceived enjoyment, but not perceived risk. Moreover, these findings indicated that the usefulness of an e-learning platform could be highly considered by the students once they confirmed and felt happy with the high performance of their existing e-learning platform. Those students possibly considered less risk which in turn increased their positive perspectives on the usefulness of the e-learning platform.  

How to make employees happy: Evidence from Thai university lecturers

Ensuring workers’ job satisfaction could help an organization maintain professional staff and achieve high productivity. Based on this evidence, many firms have tried to evaluate some specific factors which can influence job satisfaction among their employees so that they can appropriately issue new working policies to promote a better working environment. In this regard, the main objective of this paper was to investigate how salary, workload, work-family conflict, job stress, and burnout influence job satisfaction among university lecturers in Thailand. To achieve this aim, the study elaborated on a Google survey form to collect data from 450 lecturers from different universities around Thailand; the study reached a valid response rate of 86%. The results revealed that job stress, salary, workload, and work-family conflict significantly affect job satisfaction, while burnout has an insignificant impact. In comparison, job stress (β = –0.47) is the most decisive factor in job satisfaction. Salary (β = 0.31) is the second-largest factor influencing job satisfaction; workload (β = 0.30) is the third factor influencing job satisfaction. Last, work-family conflict (β = –0.23) has the most negligible impact on job satisfaction. Therefore, job satisfaction attitudes among university lecturers rely mainly on their stress level; thus, this study highly recommends that all related universities develop a new working policy to minimize job stress among lecturers. AcknowledgmentThis study is supported by Research and Innovation Institute of Excellence, Walailak University under grant number WU66217

Key Determinants of Job Satisfaction Among University Lecturers

Creating job satisfaction for employees can help organizations maintain their employees and save more costs from searching for new ones. Therefore, a primary goal of this research was to investigate how work-family conflict, workload and job stress influenced university lecturers’ work satisfaction. To accomplish the current aim, researchers invited 450 respondents who were currently having positions as lecturers at any university in Thailand. Next, a structural equation model was employed to analyze 387 valid data. In gender statistics, 45.2% were male respondents, while 54.8 % were female. Moreover, gender obtained mean scores of 1.54 with standard deviation scores of 0.49. Based on age statistics, most of the respondents who joined this research were between 20-30 years (41.3%), followed by 31-41 years (24.5%), 41-50 years (19.9%) and above 50 years (14.2%). Meanwhile, its mean score (is 2.07 with a standard deviation of 1.09. According to the results of this research, increasing work-family conflict and workload caused lecturers to receive more stress from their work. Moreover, the lecturers were happy once certain degrees of stress and work-family conflict, except workload, diminished. Meanwhile, stress among university lecturers significantly mediated their workloads and work satisfaction. This result highlighted a side effect of a certain number of workloads influencing lecturers’ stress levels, which increased the significant role of job stress in further influencing lecturers’ work satisfaction

Key Determinants of Job Satisfaction Among University Lecturers

Creating job satisfaction for employees can help organizations maintain their employees and save more costs from searching for new ones. Therefore, a primary goal of this research was to investigate how work-family conflict, workload and job stress influenced university lecturers’ work satisfaction. To accomplish the current aim, researchers invited 450 respondents who were currently having positions as lecturers at any university in Thailand. Next, a structural equation model was employed to analyze 387 valid data. In gender statistics, 45.2% were male respondents, while 54.8 % were female. Moreover, gender obtained mean scores of 1.54 with standard deviation scores of 0.49. Based on age statistics, most of the respondents who joined this research were between 20-30 years (41.3%), followed by 31-41 years (24.5%), 41-50 years (19.9%) and above 50 years (14.2%). Meanwhile, its mean score (is 2.07 with a standard deviation of 1.09. According to the results of this research, increasing work-family conflict and workload caused lecturers to receive more stress from their work. Moreover, the lecturers were happy once certain degrees of stress and work-family conflict, except workload, diminished. Meanwhile, stress among university lecturers significantly mediated their workloads and work satisfaction. This result highlighted a side effect of a certain number of workloads influencing lecturers’ stress levels, which increased the significant role of job stress in further influencing lecturers’ work satisfaction